Wednesday, August 17, 2016

Over the years that silence has grown into more than just a "wait time" moment. It means something. The silence is so so telling.

Sure there are many reasons that silence could happen. It may be nothing. What I've found more often than not is that silence is a signal.

That silence is evidence of a lack of relationship. A lack of trust. A lack of willingness to take risks. That silence can be deafening.

As a coach without a classroom now I see (and hear) this silence in classrooms and workshops across the globe. Teachers talking to fill the air and to share their views while students sit passively by in rows in their metal desks with the plastic seats. Don't our students today deserve more?

The silence we hear speaks loudly. It's truly deafening and is a part of the core as to why students across the globe are disenfranchised with the current (and outdated) concept of school.

So let's do something different. Let's ignore the pacing guide for a little bit. Get to genuinely know your students. Share a little bit about you. It's time to invest in kids so they will in turn invest in others. Put the person first and genuinely care about them. Their needs, interests, values must be authentically heard.

The content, curriculum and pacing guide will be there, it always will, but the relationships make the school a place where kids want to be.

Only when there is a meaningful relationship built will we ever get past the silence.

Thursday, April 7, 2016

I recently was listening to one of my favorite podcasts “Reply All.” listen here:

They were interviewing Scott Page (TIME: 22:29), a professor of complex systems at the University of Michigan and an external faculty member at the Santa Fe Institute. And his connection between the lowly condiment and building a team struck me!

"SCOTT: Now turns out if you’re British or if you’re African American from the South, not as a rule but generally speaking, you’re likely to keep your ketchup in the cupboard. If you’re not British and you’re not African American from the South, you tend to keep your ketchup in the fridge. And you could think “Vive le difference, who cares, right?” Well it actually does matter because suppose you run out of ketchup. If you’re out of ketchup and you’re a ketchup in the fridge person, what are you gonna use? Well you might use mayonnaise, you might use mustard because those are things you think of when what’s next to the ketchup. If, alternatively, you’re a ketchup in the cupboard person and you run out ketchup, what’s next to the ketchup in the cupboard? Well, malt vinegar.

GOLDMAN: So, the more diverse the backgrounds, the more associations you get, and the more paths towards solving a hard problem.

And there are actually a lot of real-life examples of this. Carl Zimmer, a science writer for the New York Times, he says that the ketchup story completely tracks with what he sees in the science world

CARL ZIMMER: You know if a scientist is looking at a problem and thinking about how am I going to solve it, there’s a range of approaches that they may think of just based on their training. You know, and they can’t even imagine that there’s another way of approaching it. You know, they can’t imagine that there’s ketchup in the pantry, really. And the fact is that another scientist can walk in and be like,“Oh, look, you’re looking at this totally the wrong way.”

That’s it! The importance of building a great team is being able to understand where you keep the ketchup.

In all the profiling tools I’ve used, Strengthsfinder, Gallup, Myers-Briggs, Kolbe index, etc. All of these tell me about who I am and how I work. The importance of building a team is taking time to ask these kinds of questions, uncover the way we think and work and then build the best, most diverse, team possible.

So, the next time you’re building a team, pass the ketchup!

Do you want more innovation at your school, business or team? Focus on diversity!

Monday, January 19, 2015

My colleagues and I were having a great conversation around Data, Data-drive decision making, and numbers. It was riveting and got me thinking.

Is there a number, any number really, that I would want to define me?

Credit Score

Test Score

BMI

Reading Level

AimsWeb Benchmark

IQ

Driving test score

Often I'm in meetings when we talk about kids, then list numbers associated with that kid. Do we spend enough time on the qualitative descriptions of students than we do the test scores that they achieve.

What if we started discussing:

Likes/Dislikes

Family History

Home life

Favorite colors/foods/songs/movies

I'm not asking to eliminate ALL data from conversations with students, I'm just asking us to not LEAD with data. Let's lead with the things that make a student special, unique, individual and real.

I'll be honest and say there is NO, I repeat NO, number I want to define me. Please don't let numbers define the kids in your schools.

Sunday, November 23, 2014

I am an amazingly productive person. I pride myself in being to do more with a minute than most people can do with an hour. I have leveraged a TON of resources to be more productive in a given day. But yet, there's still something wrong.

I'm struggling with how I use my time. I hate to admit it but it's true. I'm not sure I'm doing the best I can.

I turn to this space for a number of reasons:
1. It's an opportunity to reflect.
2. I know I'll get creative solutions.
3. I know those of you that read this have something to give and are willing to give it.

Tuesday, November 18, 2014

Great commentary from Grant Wiggins today I wanted to share. It made me think of the conversations we’ve been having in social studies about content.

Grant shares:

"Student members of the Young Americans for Freedom at a school in Rome, Ga., marked the 25th anniversary of the fall of the Berlin Wall and the reunification of Germany with a re-enactment at their school. They knocked down a graffiti-covered, 12-foot-long wall made from wood for the dramatization. "It is great to see them internalizing the lessons of history and exhibiting the power of freedom," said Brad Poston, history department chair.”

This is a great step in the right direction, can you imagine how powerful that experience was, see the image here? Too often we think of history as words on a page and events on a timeline. We can bring those events to life for our kids!